Table Of ContentInformatics in
Higher Education
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IFIP-The International Federation for Information Processing
IFIP was founded in 1960 under the auspices of UNESCO, following the First World
Computer Congress held in Paris the previous year. An umbrella organization for societies
working in information processing, IFIP's aim is two-fold: to support information processing
within its member countries and to encourage technology transfer to developing nations. As
its mission statement clearly states,
IFIP's mission is to be the leading, truly international, apolitical organization which
encourages and assists in the development, exploitation and application of information
technology for the benefit of all people.
IFIP is a non-profitmaking organization, run almost solely by 2500 volunteers. It operates
through a number of technical committees, which organize events and publications. IFIP's
events range from an international congress to local seminars, but the most important are:
• the IFIP World Computer Congress, held every second year;
• open conferences;
• working conferences.
The flagship event is the IFIP World Computer Congress, at which both invited and
contributed papers are presented. Contributed papers are rigorously refereed and the rejection
rate is high.
As with the Congress, participation in the open conferences is open to all and papers may
be invited or submitted. Again, submitted papers are stringently refereed.
The working conferences are structured differently. They are usually run by a working
group and attendance is small and by invitation only. Their purpose is to create an atmosphere
conducive to innovation and development. Refereeing is less rigorous and papers are
subjected to extensive group discussion.
Publications arising from IFIP events vary. The papers presented at the IFIP World
Computer Congress and at open conferences are published as conference proceedings, while
the results of the working conferences are often published as collections of selected and
edited papers.
Any national society whose primary activity is in information may apply to become a full
member of IFIP, although full membership is restricted to one society per country. Full
members are entitled to vote at the annual General Assembly, National societies preferring a
less committed involvement may apply for associate or corresponding membership. Associate
members enjoy the same benefits as full members, but without voting rights. Corresponding
members are not represented in IFIP bodies. Affiliated membership is open to non-national
societies, and individual and honorary membership schemes are also offered.
Informatics in
Higher Education
Views on informatics and
non-informatics curricula
IFIP TC3/WG3.2 International Conference on
Informatics (computer science) as a Discipline and
in Other Disciplines: what is common?
17-20 August 1997, Enschede, The Netherlands
Edited by
Fred Mulder
Faculty of Engineering
Open University, Heerlen
The Netherlands
and
Tom van Weert
Director of School of Informatics
University of Nijmegen
The Netherlands
IU!1I
SPRINGER INTERNATIONAL PUBLISHING, CHAM
First edition 1998
© 1998 IFIP International Federation for Information Processing
Originally published by Chapman & Hall in 1998
Softcover reprint of the hardcover 1st edition 1998
ISBN 978-1-5041-2933-6 ISBN 978-0-387-35166-7 (eBook)
ISBN 10.1007/978-0-387-35166-7
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission in writing of the publishers.
Applications for permission should be addressed to the rights manager at the London
address of the publisher.
1lle publisher makes no representation, express or implied, with regard to the accuracy of
the information contained in this book and cannot accept any legal responsibility or liability
for any errors or omissions that may be made.
A catalogue record for this book is available from the British Library
@ Printed on acid-free text paper, manufactured in accordance with ANSIINISO
Z39.48-1992 (Permanence of Paper).
CONTENTS
Introduction vii
Part One Discussion Papers
Towards informatics as a discipline: search for identity
F. Mulder and T.J. van Weert 3
2 Informatics education: trends, problems and the future
A. J. Turner, J. Hughes et at. II
3 A common core of concepts for informatics majors
D.K. Lidtke, P. Myers et al. 17
4 A common core of concepts for informatics majors
M. Grandbastien, R.J. LeBlanc et al. 21
Part Two Full Papers
5 Computing and education at the university level
L.N. Cassel 29
6 Teaching informatics to nonprofessionals: why, what and how?
C. Duchateau 43
7 Informatics: the core and the presentation
H. Geissinger, P. Ho and K. Robinson 54
8 Teaching introductory computer science as science of information
G.K. Gupta 64
9 Marketing programming to nonprogrammers
P. Juliff 73
10 Meeting the needs of industry: a bold new curriculum in
information science
D.K. Lidtke and M.C. Mulder 83
II Specifying and comparing informatics curricula through UCSI®
F. Mulder and A.E.N. Hacquebard 91
12 Computer science education in Japanese universities
H. Ohiwa, N. Takahashi and T. Kado Ill
13 Computer science education at the cross-roads
K. Robinson 120
14 Introduction to computing: a course in computer science fundamentals
R.L. Shackelford and R.J. LeBlanc, Jr. 127
15 Representing a body of knowledge for teaching, learning and
assessment
D. Sheridan and D. White 139
16 Trends in teaching informatics
A.J. Turner 148
vi Contents
17 European Infonnatics Skills Structure (EISS)
P.J. T. van der Kamp 156
18 Profiles of infonnatics graduates as demanded by the market
H. van Leeuwen and D. Smeets 168
19 Use and misuse of taxonomies of learning: integrated educational
goals in computer science curricula
J.J.G. van Merrienboer and E.M.A.G. van Dijk 179
20 Infonnaticians and infonnatical professionals: a conceptual framework
T.J. van Weert 190
21 Infonnatics in curricula for noninfonnatics students: engineering
and science
R. Vollmar and J. Gruska 203
22 Infonnatics for noninfonnatics majors
S. Waligorski 212
23 A taxonomy for computer science
H. Wupper and H. Meijer 217
Part Three Short Papers
24 Learning from other disciplines: pedagogic models within computer
science and from elsewhere
S. Fincher 231
25 Classifying infonnation systems education by method engineering
K. Lemmen, F. Mulder and S. Brinkkemper 235
26 Impacts of interdisciplinary dialogue to computer science education
V. Meisalo, E. Sutinen and J. Tarhio 241
27 Internet-studies communication and infonnation technology (CIT)
S.E. Schubert 245
28 Collaborative work on infonnatics education of noninfonnatics
students: a pilot project proposal
E. W. van Ammers 249
Index of contributors 253
Keyword index 255
INTRODUCTION
These proceedings are the result of a working conference of Working Group 3.2
(University Education) of the International Federation for Information Processing
(IFIP). Its title was: "Informatics (computer science) as a discipline and in other
disciplines: what is in common?".
It took place in an excellent setting: the Faculty of Informatics of the University of
Twente in the Netherlands. A working conference like this one allows in-depth
treatment of the conference theme by selected experts in the field coming from all
over the world. The result is presented to you in these proceedings.
This book is of interest to teachers of informatics (computing science) in higher
education, both in informatics programmes and in other disciplines. And also for
curriculum designers dealing with informatics curricula or curricula in other
disciplines involving informatics.
The first theme in the book is the discipline of informatics itself. It is considered to
be a merge of what traditionally (at least in the USA) is called computer science,
computer engineering and information systems. The number of informatics studies
and educational programmes has rapidly grown all over the world. The spectrum by
now is very broad, varying from generalized to more specialized contents, from
theoretical to more applied programmes, and from monodisciplinary to
multidisciplinary approaches. The question is: What is informatics precisely and
how do we teach this?
The second theme in the book deals with the relation between informatics and other
disciplines at the higher education level. All disciplines are undergoing profound
changes because of informatics and its related Communication and Information
Technology (CIT). The question is: What informatics concepts, methods and
techniques form the hard core needed in every other discipline?
These proceedings have three parts in which both themes are addressed:
Partl Discussion papers (an editorial paper and focus group reports developed
during the conference).
Part 2 Full invited papers
Part 3 Short papers
We thank the Programme Committee for developing a programme which resulted
in such an interesting book.
Fred Mulder
Tom van Weert
PROGRAMME COMMITTEE
• Tom van Weert, Netherlands (Chair)
Fred Mulder, Netherlands (Vice-Chair)
Monique Grandbastien, France
Anneke Hacquebard, Netherlands
Peter Ho, Australia
Gerrit van der Hoeven (Chair Organizing Committee), Netherlands
Doris Lidtke, USA
• Ken Robinson, Australia
• Joe Turner, USA
Jan Zabrodzki, Poland
PART ONE
Discussion Papers
